The purpose of this study is to investigate how the open-air museum of Skansen in Stockholm as venue for celebration of Persian Fire Festival is assessed by the festival's visitors. The study is based on a delimited part of a larger online survey with 280 completed questionnaires including both close-ended and open-ended questions, and a qualitative thematic analysis method has been used in this paper. The results show a high level of appreciation of the Skansen venue that gives the visitors positive emotions, meanings, place attachment, place identity and a sense of place. Contributing factors have been the high status of the venue that has given the visitors pride and dignity; security and safety of the venue; size of the venue; and the natural beauty of the venue. The most important disadvantage factor has been the lack of accessibility combined with lack of sufficient public transport. The results have implications for the Swedish society, for the policy makers in Stockholm city and for both the host and the organiser of the festival and gives rise to new debates on immigrants' socio-cultural integration into Swedish society. This paper gives a contribution to existing literature on festival venue and its impact on the visitor's overall assessment of the festival.

Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.

Syftet med denna studie var att diskutera hur musiklärare arbetar för att motivera sina elever till att vilja lära sig musik. För att på bästa sätt få reda på detta användes en kvalitativ metod med intervjuer av tre musiklärare på tre olika skolor. Intervjusvaren belystes sedan utifrån valda teoretiska perspektiv på motivation. Resultatet visade att de intervjuade musiklärarna arbetar frekvent med att bedriva en motiverande undervisning utifrån de olika förutsättningar som de har. De använder sig av olika strategier för att uppnå detta och bland annat så betonade samtliga lärare vikten av att ha en god relation till sina elever. Det framkom även att elever motiveras av både inre- och yttre faktorer, har de mindre av den inre motivationen krävs extra stöd av någon yttre faktor för att de ska prestera och/eller uppnå sina mål.

Syftet med denna uppsats har varit att ta reda på hur Afrika och afrikanerpresenteras i historieböckernaför grundskolans senare år. Materialetsom användes bestod av 10historieböcker från fyra olika förlag. Metoden som används i denna uppsats är en kvalitativ innehållsanalys med hermeneutiskinriktningvilketinnebär att fokus ligger på förståelsen av budskapeti texterna.Postkolonialismen är den teoretiska utgångspunkten för detta arbete. Resultatet visar att utrymmet för Afrika i läroböckerna är litet och att deförmedlar en etnocentrisk bild. Afrikas förkoloniala historia ges inte stor prioritering. Afrika visarsig vara intressant endast i samband med européernasintåg. Afrikanen i de studerade historieböckerna skildras somanonym, passiv och som objekt.

I dagens skola finns det ett jämställdhetsmål som innebär att pojkar och flickor ska gessamma möjligheter ochfåen likvärdig utbildning och inte bemötas, bedömas eller ha olikakrav ochförväntningar på sig på grund avsitt kön. Skolan har även ett ansvar att bryta traditionella könsmönster och låta eleverna utvecklasin förmåga och sina intressen oberoende könstillhörighet. Tidigare forskning visar att det inte riktigt ser ut så och många inom skolan lägger ansvaret på någon annan. I många fall avspeglas de traditionella mönster vi är vana vid från samhället även i skolan. Syftet med min studie är att undersöka några verksamma lärares kunskaper och uppfattningar om genus och jämställdhet och även undersöka om det finns någon geografisk skillnad. Jag har därmed gjort undersökningen på två olika skolor med en relativt bred geografisk spridning i Sverige.Jag har använt mig av en kvalitativ forskningsmetod i form av intervjuer och intervjuat fyra lärare. Jag hoppas att det jag fått med mig av dessaintervjuer och studien i sin helhetkan vara till hjälp för mig själv i min framtida yrkesroll,så att jag vet hur jag kan tänka men också vad jag behöver förverktyg föratt ha en så jämställd undervisning som möjligt.I min analys har jag kommit fram till att den geografiska kontexten kan spela roll, men verkar varaunderordnad av både sociala och individuella faktorer. Det är även den enskilda lärarens intresse och kunskap kring genus och jämställdhetsomspelar stor roll och på flera skolor är det just upp till varje lärareatt bestämma hur mycket dennevill arbeta mot jämställdhetsmålet. Det finns än så länge inga riktlinjer eller krav frånstatlig och/eller nationell nivåatt ha med genus och jämställdhet i sin undervisning och det kanske inte är förrän det blir det somnågon som tar tag i denna viktiga fråga och blir en självklarhet i all undervisning.

The ‘wicked’ character of sustainability issues points to the need for education to prepare students to make decisions (also) in the absence of clear guidelines and regulation. This chapter contributes to this need by presenting teaching approaches that offer students embodied experiences of decision-making in face of sustainability problems characterised by uncertainty and complexity. Short practical examples illuminating situations in business education at upper secondary level are provided to illuminate: (a) when different worldviews regarding how sustainability problems should or could be addressed come to the fore, and (b) emancipatory educational qualities in terms of subjectification. The different worldviews that comes to fore in the practical examples relates to whether or not trade automatically leads to socially and environmentally optimal outcomes, and whether a business (person) should be guided by an a-moral/a-political or moral/political business ideal. The practical examples illuminate what could be described as dislocatory moments. Drawing on the concept of ‘dislocatory moments’ the chapter presents a didactic model that could be used to identify room for subjectification processes together with a change of views regarding sustainability issues.  The ambition is to facilitate teachers’ development of teaching that could contribute to change for sustainability without compromising emancipatory education ideals. 

Sustainability issue are often characterised by complexity and uncertainty which implies severe challenges when relying on science as a source for reliable knowledge when making decisions (either as a member of parliament, government official, judge, business owner or executive manager in a business). One example of such an issue concern the use of pesticides, the state of bees, biodiversity and food security. This ‘wicked’ character of sustainability issues points to the need for capability to make decisions also in the absence of previously established principles. Accordingly, education needs to make students prepared to make decisions also in the absence of formal regulations and legislation. For instance, students who in the future could be working in corporations making decisions about what products to sell or not to sell. This paper presents two teaching approaches drawing on educational drama that could offer students the opportunity to practice making decisions when encountering so called wicked sustainability problems. A didactic model drawing on the concept of ‘dislocatory moments’ and short empirical examples from business education in upper secondary education are provided to specifically illuminate (a) when different worldviews or perspectives on sustainable development comes to the fore in educational practice and, (b) emancipatory educational qualities in terms of subjectification. The (pluralist) teaching approaches are also further discussed in relation to implications connected to teaching in a ‘post-truth era’.

Calls for the inclusion of ‘sustainable development’ in the business curriculum have increased in the wake of financial crisis and increased concern about climate change. As a result, new initiatives are emerging and new teaching approaches are being developed. At the same time, the integration of sustainability in the business curriculum has been described as particularly challenging, which relates to assumptions underpinning mainstream business theories and different views about how business education should deal with values. In addition, sustainability issues are often complex and uncertain, which implies severe challenges for predominant responsibility regimes. With this background, we here draw on a typology of responsibility (Pellizzoni 2004) to analyse results from four previous empirical studies of business education and suggest how business students could become better equipped to address uncertain and complex sustainability issues. The results from the empirical studies, in the form of three categories of business roles articulated in educational practice, are based on analysis of textbooks, teacher interviews and classroom observations. The three business roles could be described in terms of ‘companion meanings’, ‘collateral teaching’ or what sometimes is referred to as ‘the hidden curriculum’. It is argued that students could become unequipped, ill-equipped or better equipped to address uncertain and complex sustainability issues, depending on the way in which ‘sustainable development’ is incorporated business education. It is therefore suggested that the three categories of business roles (adapting, adding or creating), could be useful to analyse and assess environment and sustainability education initiatives in general, and of initiatives to include ‘sustainable development’ in business education in particular. 

Calls for the inclusion of ‘sustainable development’ in the business curriculum have increased in the wake of financial crisis and increased concern about climate change. As a result, new initiatives are emerging and new teaching approaches are being developed with the expectation that business students will be better equipped to address environmental and social challenges. However, in relation to the business curriculum, education for sustainable development has been argued as being particularly challenging (Springett 2005). The challenges relate to assumptions underpinning orthodox business theories (Hühn 2014) and that sustainability issues often are uncertain and complex. Uncertainty and complexity is particularly challenging for predominant responsibility regimes relying on science as a source of independent, objective and reliable knowledge.

To facilitate an analysis of the applicability of different responsibility regimes for addressing complex and uncertain sustainability issues, Pellizzoni (2004) has developed a typology of responsibility regimes. Liability regimes are based on laws and regulations and can be likened to the ‘polluter-pays-principle’. Accountability regimes are characterised by ‘good governance’ or ‘the audit society’. Care regimes are based on normative beliefs, e.g. the idea that the welfare state should take care of its citizens or, from a business perspective, the ‘good master’ taking responsibility for the needs of his workers that he knows the best. Responsiveness regimes implies taking responsibility by anticipating the needs of others without being prompted or without the need for previously established principles. Different responsibility regimes have different implications for what a responsible business person needs to know and do. These include knowing and following laws and regulations in the juridical system (liability regime), formulating and following up on self-imposed principles (accountability regime), knowing and providing for the needs of one’s workers as the good master (care regime) and listening to what stakeholders want before deciding what to do (responsiveness regime).

When acknowledging uncertainty and complexity as a permanent condition, a rupture occurs in the linear process from scientific knowledge to legislation that industry could rely on to operate ‘safely’. This implies a deficit with regard to liability regimes, because the system requires a state that knows what to ask for and how to apply control and sanctions. This deficit can be seen as a backdrop to the development of accountability regimes. Proponents of accountability regimes emphasise the benefits of the integration of environmental concern in corporate decision-making. However, in face of uncertainty and complexity, accountability regimes suffer from the same deficit as liability regimes, in that both regimes depend on predefined principles (expressed in law or in the form of voluntary regulations). In contrast to liability and accountability regimes, care or responsiveness regimes do not rely on pre-defined principles. Either one just knows, like a mother is assumed to know the needs of her child (care regime) or one makes a judgement by listening to others needs in a given situation (responsiveness regime). In the absence of principles, personal feelings are necessary ‘tools’ when listening to the needs of others and deciding what to do. Considering the deficits of liability and accountability regimes in the face of uncertainty and complexity, Pellizzoni argues (without discarding other regimes) for an increased attention to responsibility understood as responsiveness (Pellizzoni 2007).

Against this background, it is important to contribute with knowledge about how education for sustainable development can enhance responsible business practices. The purpose of this article is thus to contribute knowledge about the roles of a business person that are articulated in business education when the concept of sustainable development is included in the curriculum, and how these roles can make students, as future business people equipped to address uncertain and complex sustainability issues.

It has long been suggested that the ‘homo economicus’ assumption underpinning neo-classical economic theory is not limited to its theoretical function, but also has a ‘productive’ function by ‘creating’ individuals acting in accordance with the assumption. Nelson (2006) and Zaman (2013) offer some clues as to how this process can be understood. They describe how we have come to embrace the metaphorical understanding of economy as a machine, running on self-interest, as something real rather than a figure of speech. Along the way, the tools with which sustainability issues could be addressed have become limited to those that fit ‘homo economicus’. Against this background, this paper presents a study of the roles of a business person privileged by teachers when the concept of ‘sustainable development’ is incorporated into the subject of business economics. A logics approach to discourse analysis was used to analyse the empirical material, which consisted of video recorded observations in five teachers’ classrooms collected two years after the inclusion of the concept ‘sustainable development’ in the upper secondary school syllabus in Sweden. The results show how different rules and conditions for doing business are foregrounded in classroom practice. This in turn has different implications for whether a responsible business person is expected to: a) adapt to self-interest, b) respond to customers’ increasing interests in sustainable products, or c) be sensitive to the needs or interests of others (including humans, animals and nature), when making business decisions. These three roles could be described in terms of different ‘companion meanings’ or what sometimes is referred to as ‘the hidden curriculum’.  Empirical examples are provided to illuminate different aspects of the subject matter and/or particular classroom practices opening up for different roles. The results are discussed in relation to how students as future business people could be better equipped to address uncertain and complex sustainability issues.

New teaching approaches to include ‘sustainable development’ in the business curriculum are currently being developed with the expectation that students will become better equipped to address sustainability issues as budding business people. At the same time education for sustainable development has been argued as being particularly challenging in the context of business education due to assumptions underpinning orthodox business theories. This article presents a study of the roles of a business person privileged by teachers in the classroom when the concept of ‘sustainable development’ is incorporated in the subject of business economics. The empirical material, consisting of video recorded observations in five teachers’ classrooms, was collected two years after the inclusion of the concept in the upper secondary school syllabus in Sweden. The results show how different rules and conditions for doing business are foregrounded in classroom practice, which have different implications for whether a responsible business person is expected to: a) adapt to self-interest (in narrow terms), b) respond to consumers’ increasing interest for sustainable products, or c) be sensitive to stakeholders’ diverging interests. Detailed empirical examples illuminating how different classroom practices open up for different (egoistic vs altruistic) roles are provided with the aim that they should be useful for teachers (and anyone involved in design of lessons and/or educational materials) to develop a professional vision to identify when and how in educational practice ‘homo economicus’ becomes a norm as well as when and how other norms might emerge.

Calls for the inclusion of ‘sustainable development’ in the business curriculum has increased significantly in the wake of financial crisis and increased concern about climate change. New teaching approaches are being developed with the expectation that students will be better equipped to address environmental and social challenges. However, there is also a concern that the concept of ‘sustainable development’ has lost the potential to address environmental and social challenges. It has been described as having become a wolf in sheep’s clothing that merely provides superficial solutions and supports the status quo, thereby taking the wind out of the sails of ‘the real’ environmentalists (Blühdorn, 2007; Fergus & Rowney, 2005). In relation to the business curriculum, education for sustainable development has been argued as being particularly challenging (Springett, 2005). The challenge is in part related to assumptions underpinning orthodox business theories. In short, the argument is that the assumption that all humans are driven by self-interest has a detrimental effect for societies by creating the assumed selfish behaviour. Research show that economists and students in economics indeed act more egoistically (Cohn, Fehr, & Marechal, 2014), although there is a disagreement regarding the effect of education, mainly because of the potential selection effect (Etzioni, 2015). I here seek to make a contribution to this field, not by adding an answer to this particular debate but by a study of educational practice in situ.  Several studies show different kinds of socialisation effects (Wang, Malhotra, & Murnighan, 2011). However, there is a lack of empirical research focusing the particular aspects of economics education that could have these socialisation effects. In this paper, I will therefore illuminate situations in educational practice where certain perceptions of appropriate actions emerge, are reproduced or challenged. Considering the current development of new teaching approaches to include sustainability in the business curriculum and the potentially detrimental effect of the homo economicus assumption, it is relevant to pay attention to the roles of a business person that are privileged when ‘sustainable development’ is integrated in business education. The purpose of this paper is therefore to contribute with knowledge about the roles of a business person that are privileged in business education when the concept sustainable development is integrated in classroom practice, and how different parts of the subject matter and/or particular classroom practices open up for different roles.

It has long been suggested that the ‘homo economicus’ assumption underpinning neo-classical theory is not limited to its theoretical function, but also has a ‘productive’ function by ‘creating’ individuals acting in accordance with the assumption. Nelson (2006) and Zaman (2013) offer some clues as to how this process can be understood. They describe that and how we have come to embrace the metaphorical understanding of economy as a machine, running on self-interest, as something real rather than a figure of speech. Along the way, the tools with which sustainability issues could be addressed have become limited to those that fit ‘homo economicus’. In the wake of the financial crisis of 2008 and increased concerns about climate change, this critique of economics education has been re-actualised to the extent that economics students have organised themselves worldwide, calling for a curricular reform. In line with this critique, academic economists have also argued that to equip students for the challenges of the 21^st century, economics education needs to embrace a more complex and dynamic picture of human nature. In view of this, it could be argued that researchers and teachers need tools to identify situations in educational practices where ‘homo economicus’ is reproduced or challenged. The purpose of this paper is to address this need by suggesting a methodological approach drawing on poststructuralist discourse theory and a methodological approach for analysis of meaning-making in classroom practice.

This report presents analytical methods and research (27 peer-reviewed academic papers) based on a pragmatic theoretical framework for studies of learning processes in educational practices, developed and applied by the research group SMED (Studies of Meaning-making in Educational Discourses) in Uppsala and Örebro (2006–2018). An introduction to the pragmatic theoretical framework and a description of the basic analytical methods (Practical Epistemology Analysis and Moves Analysis) is included in the report. The aim is to provide an orientation for teacher-students, teachers and researchers with an interest in teaching and learning processes in educational practices, as well as other social practices where learning takes place. Learning processes are here understood in terms of meaning-making (including qualification, socialisation as well as ‘person-formation’/subjectification) and that which affects this process (teachers, other students, artefacts and socio-material aspects). The report includes a compilation of contributions to educational research and practice structured in four parts: Science Education; Environment and Sustainability Education; Health and Physical Education; and Early Childhood Education. Based on this compilation, it is concluded that the analytical methods have been successful in: (a) capturing the complexity of learning processes; (b) investigating, identifying and illuminating critical situations and moments in learning processes; (c) investigating and illuminating teachers’ and others’ actions and their significance in individual learning processes; (d) contributing of knowledge and illustrative empirical examples to debates about how learning takes place and/or how teaching ought to be done; (e) identifying and illuminating different subject-cultures as they come forth in practice; and (f) problematising presuppositions regarding outcomes of different education activities. Finally, the report makes suggestions with regard to future research involving analysis of teaching and learning processes.

It has long been suggested that the ‘homo economicus’ assumption underpinning neo-classical theory is not limited to its theoretical function, but also has a ‘productive’ function by ‘creating’ individuals acting in accordance with the assumption (Schütz, 1953). Several studies have indeed pointed out that economists/economics students act in selfish ways, although there is some disagreement about the effect of education (Etzioni, 2015). Nelson (2006) and Zaman (2013) offer some clues as to how this process can be understood. They describe that and how we have come to embrace the metaphorical understanding of economy as a machine, running on self-interest, as something real rather than a figure of speech. Along the way, the tools with which sustainability issues could be addressed have become limited to those that fit ‘homo economicus’. In the wake of the financial crisis of 2008 and increased concerns about climate change, this critique of economics education has been re-actualised to the extent that economics students have organised themselves worldwide and called for a curricular reform (Earle, Moral, & Ward-Perkins, 2016). In line with this critique, academic economists have also argued that to equip students for the challenges of the 21^st century, economics education needs to embrace a more complex and dynamic picture of human nature (Nelson, 2006; Zaman, 2013; Brant, 2016; Raworth, 2017). In view of this, it could be argued that educational researchers and teachers need tools to identify situations in educational practices as well as educational materials where ‘homo economicus’ is reproduced or challenged. The purpose of this paper is to address this need by presenting and suggesting a methodological approach that could be used for this. The approach draws on poststructuralist and anti-essentialist discourse theory (Laclau and Mouffe, Glynos and Howarth) and a methodological approach for analysis of socialisation and teaching and learning processes in classroom practice (Lidar, Lundqvist, & Östman, 2006; Wickman & Östman, 2002; Rudsberg & Öhman, 2010). Empirical material in the form of transcripts from classroom observations will be used to illustrate the approach.

Studien syftade till att synliggöra barns uppfattningar om fenomenet rolltagande i pjäs. Barnen i studien var i ett sammanhang där manus, givna roller och repliker var utgångspunkten, med läraren som regissör. Läraren som ledde arbetet var i dialog med barnen kring repliker, handlingar och placering på scen men hade ringa ämnesspecifik dramakunskap vad gällde regi och föreställningsprocess. Forskningsfrågorna för studien var: Hur uppfattar barn att gå i roll i pjäs? Vilka faktorer, enligt barn, underlättar och försvårar rolltagandet i pjäs? Vilka strategier använder barn när de ska gå i roll i en pjäs?

Tidigare forskning visade vuxnas perspektiv på regi för barn, där upplevelse, tilltro till sitt inre uttryck, samspel i gruppen för avslappning och utbyte av varandras impulser på scen sågs som centralt. Barns rolltagande i pjäs krävde lekliknande förhållanden, där barnen kunde komma åt sin inre motivation och känna självkontroll i rolltagandeprocessen. Formen var bland annat improvisation där intuitionen i samspel med kropp och intellekt skapade förutsättningar åt barnet att komma till ett individuellt och äkta uttryck framför att barnet bara markerade handling och roll.

Studien byggde på en fenomenografisk metod och analysverktyg. Intervjuer gjordes med 39 barn, och samtalen fångade upp barnens uppfattningar om rolltagande i pjäs. Dessa transkriberades och analysen av materialet gjordes i ett första steg utifrån delar och deras inbördes relation till varandra. Kategorier detta gav utgjorde studiens utfallsrum. Kategorierna och deras relation till barnens process för rolltagande i pjäs samt en extern spegling, rolltagande i lek, hjälpte till att synliggöra barnens uppfattningar av fenomenet som helhet.

Studiens resultat visade att barnen använde strategierna identifiering AV, MED och SOM rollen. Attraktionskraften hos rollen var betydelsefull så som rolig eller omfattande, vilket skapade en inre motivation till att vilja ha rollen, i likhet med rollek. Närvarande i processen fanns prestation som en känsla av utmaning eller utsatthet. Vad gäller barnens rolltagande i pjäs, utkristalliserade sig en inbördes hierarkisk ordning. Den första nivån bestod av barn som, utifrån identifiering AV och MED rollen, valde att vara sig själv inför publik. Den andra nivån utgjordes av barns som försökte att identifiera sig SOM rollen, men valde att visa rollen inför publik. Den tredje nivå utgjordes av barn som identifierade sig SOM rollen och valde att leva rollen inför publik. De barn som identifierade sig SOM rollen använde strategierna köra – att på ett mer fysiskt och intuitivt plan leva rollen, tänka – att utifrån ett mer intellektuellt plan leva rollen, känna – att på ett mer intuitivt plan leva rollen.

För barn som hade förmåga att på egen hand förstå rollen och kunde omsätta det i kroppen fungerade pjäsarbete, med bestämt manus och en lärare utan fördjupad ämneskunskap, för att kunna leva rollen. För andra barn i studien blev dessa förutsättningar ett hinder för att kunna förstå och leva rollen.

I den här uppsatsen undersöker vi tre olika format av material som används i religionskunskap i grundskolans årskurs 1-3 utifrån ett normkritisk perspektiv. Syftet är att undersöka framställningen av några marginaliserade grupper som i denna studie består av barn, kvinnor och personer med funktionsvariation. De marginaliserade gruppernas framställning kommer att kontrasteras mot profeterna Moses, Jesus och Muhammeds framställning i samma undervisningsmaterial. Analysen av materialet har utgått ifrån Kevin Kumashiro forskning om anti-förtryckande pedagogik, samt Tiina Rosenbergs redogörelse av inkludering och exkludering.

För att uppnå syftet har vi använt oss av en kvalitativ analys för att få en djupare förståelse av innehållet i undervisningsmaterialen. Vi har dessutom kompletterat med en kvantitativ analys för kunna urskilja explicita mönster som eventuellt förekommer i undervisningsmaterialet. I både metoderna av analyserna har vi utgått från ett vidgat textbegrepp genom att analysera till exempel både text och bild. Via den kvalitativa analysen har vi undersökt hur marginaliserade grupper inkluderas eller exkluderas i undervisningsmaterialet. Via den kvantitativa analysen har vi fått en överblick av hur ofta vissa intersektionella grupperna av de marginaliserade grupperna förekommer i undervisningsmaterialet. 

Utifrån analysen framställs de marginaliserade grupperna på olika sätt bland undervisningsmaterialen. Tillfällen som barn blir inkluderade är störst bland de marginaliserade grupperna. Tillfällen för inkludering av kvinnor har en tendens att förfalla med vissa specifika kvinnoroller, till exempel kvinnor som mödrar. Personer med funktionsvariationer förekommer nästan inte alls i undervisningsmaterialet.  

Ämneslärarens arbete didaktiska perspektiv är en grundbok som i första hand riktar sig till blivande ämneslärare, men kan med fördel även läsas av verksamma lärare. Boken behandlar den utbildningsvetenskapliga kärnans alla delar. 

Purpose The purpose of this paper is to reflect upon demands of and possibilities for establishing a space for conducting and supporting high-quality research in schools. In the article the authors reflect upon experiences in establishing a research environment for teachers called Stockholm Teaching & Learning Studies (STLS). The article focusses some of the tensions that have been emerging in attempting to build an infrastructure for teacher-driven research and discusses the transformative potential of those tensions. Design/methodology/approach The article draws on the authors' experiences in establishing STLS as a research environment for teachers by drawing on a framework of cultural-historical activity theory. The article applies the notions of contradictions and tensions as driving forces for development of activity. Findings The specific tensions that have been negotiated in the establishment of STLS are tensions between developing public knowledge vs local knowledge, tensions in knowledge cultures between oral and text-based ways of sharing knowledge, tensions in research interests and tensions in ownership. These tensions relate to knowledge production as embedded in institutional life and constrained by institutional boundaries in contemporary society. Originality/value Today, there is a growing amount of collaborative research that connects elementary and secondary teachers in research projects with university-based researchers. However, this does not guarantee projects that will address everyday problems of teachers or that teachers will be acknowledged as researchers in the end.

The aim of this study was to investigate students' understanding of the Gulf Stream as a geographical phenomenon and in relation to geospatial conceptualizations focusing on the geographical concepts of location, distribution and interaction. Data consists of 134 responses from 12-13-year-old students who completed an assignment in the Swedish national test in geography (2013). The responses were analyzed using thematic analysis. Data was complemented with interviews in 2017. Results show that many students hold alternative conceptions of the Gulf Stream in relation to geographical concepts, which implies that instruction should focus on students' geographical contextual understanding, including map-reasoning skills.

The aim of this study is to investigate students’ conceptions of causes and processes concerning the formation of eskers and erratics. Landforms, and natural processes - relating to time and space - are central to both geoscience and geography education. Given the lack of research on students´ understanding of glacial processes and landforms in geoscience education, this study contributes theoretically by investigating students’ alternative conceptions and scientific conceptions, and empirically by extending our body of knowledge of students’ understandings of a topic and generic concept at the core of geography education. Data consists of 135 written responses on an assignment with 12-13 year old students from the Swedish national test in geography (year 2013). The responses were sampled and then analysed using qualitative content analysis. In order gain a richer understanding of students´ conceptions, focus group interviews were conducted in schools with 12-13 year old students in 2017.  Results show that more than a third of the students hold alternative conceptions on the causes for these landforms such as landslides, meteor impacts or human activity. The results also shows that majority of the students, who relate these landforms to a scientific cause (glaciers /ice sheets) have problems understanding the processes involved in formation of eskers and erratics, in terms of extraction, transport and deposition of material. We believe these findings will help provide insights for teachers and are useful when designing classroom instructions aiming at changing alternative conceptions and strengthening scientific conception.

The aim of this study is to investigate students´ conceptions of causes, processes and consequences of earthquakes in relation to plate boundaries. We also focus on students´ conceptions of earthquakes in relation to society, and why some societies are more affected than others. Data consist of 134 written responses on two assignments from the Swedish national test in geography with 12-13 year old students. The responses were sampled and then analysed using content and thematic analysis. Results show that the majority of students relate earthquakes to convergent boundaries rather than to divergent or transform boundaries, holding alternative conceptions on the processes involved. Furthermore, students often describe different geological events such as tsunami and volcanoes, but rarely explain where and how earthquakes occur. The results also show that many students have developed a geographical relational understanding on why consequenses of earthquakes are more severe in poor countries by addressing socioeconomic processes including weak buildings or lack of preparedness related to poor economy, whereas some students hold alternative conceptions relating earthquakes in poor countries directly to a general increase in heat, proximity to the equator, or presence of plate boundaries in only poor countries. We believe these finding will help provide insights for teachers when designing classroom instruction aiming at changing alternative conceptions and strenghtening scientific understanding.  

In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.

I vårt bidrag presenterar vi ett pilotprojekt som vi genomfört med tre musiklärare i grundsärskolan inför en forskningsansökan. Projektet syftade till att undersöka förutsättningarna för ett praktikutveckande forskningsprojekt och vägleda inriktning och design av projektet. 

Innan pilotprojektet inleddes genomförde vi en kartläggning av tidigare forskning. Litteratursökningen gjordes dels via en internationell forskningsdatabas, dels via manuella sökningar i ett urval vetenskapliga tidskrifter inom det musikpedagogiska och det specialpedagogiska forskningsfältet. Av totalt 118 artiklar som inkluderades i ett första steg fann vi att musikämnet och musikundervisningen har hamnat i bakgrunden i tidigare forskning om musik och elever med intellektuell funktionsnedsättning. En första kategorisering av studierna visar att de har följande fokus: 1. Musik som stöd för något annat och 2. Musikterapi i syfte att utveckla kommunikativt beteende. För kategori 1 identifierade vi vidare fyra underkategorier. Ingen av artiklarna hade ett ämnesdidaktiskt fokus. 

De som undervisar i musik i grundsärskolan är ofta antingen musiklärare utan utbildning för grundsärskolan eller speciallärare/specialpedagoger utan utbildning i musik. Dessutom förekommer det lärare som varken är utbildade för särskolan eller för musik. Under läsåret 2019/20 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik till 9,3% (https://siris.skolverket.se). Av internationell forskning framgår att lärarnas kompetens för musikundervisning för elever med IF är snarlik (Darrow 2017). Det saknas en nationell utvärdering av musikämnet i grundsärskolan – en demokratibrist jämfört med grundskolan. Att få uttrycka sig på flera olika sätt, även med olika estetiska uttrycksformer, kan idag ses som en demokratisk rättighet, Ferm Almqvist (2016) och Saether (2008) betonar behovet av en inkluderande musikundervisning där eleverna möter musikvärlden och kan erövra ett kulturellt medborgarskap (jfr FNs konventioner om barns rättigheter och konvention om rättigheter för personer med funktionsnedsättning). Carlson (2013) använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik. 

Pilotstudie: Med ovan nämnda utgångspunkter kontaktades några musiklärare i grundsärskolan om medverkan i en pilotstudie inför en projektansökan. Tre musiklärare i olika delar av Sverige tackade ja. Pilotstudien planerades bestå av två delar: observation av 1-2 lektioner med efterföljande intervju. Under vt 2020 genomfördes en observation och intervju IRL medan två intervjuer genomfördes via Zoom. 

Resultat från pilotstudien och kartläggningen är följande: 1. Gemensamma förutsättningar för musikundervisningen var att lärarna saknade ett kollegialt sammanhang där de specifikt kunde diskutera grundsärskolans musikundervisning. 2. organisationen av undervisningen, liksom 3. lokalerna där musikundervisningen genomfördes, utgick från grundskolans snarare än grundsärskolans elever. Vi frågade även om lärarnas innehållsliga fokus utifrån de fyra teman som anges i det centrala innehållet i kursplanen, Lsär11 (Skolverket 2018). 4. Gemensamt för lärarna var att temat musicerande återkom som huvudfokus i samtliga intervjuer medan temat ämnesspecifika begrepp gavs en underordnad plats. 

Vår slutsats är att projektet bör inledas med en kartläggning av lärarnas nuvarande musikundervisningspraktiker som ingång till en Change Laboratory, modell för formativ studie (Virkkunen & 

Newnham 2013). Data analyseras tillsammans med lärarna för att ligga till underlag för design av iterativt prövande utifrån det lärarna ser som viktigt att förändra för att åstadkomma en musikundervisning som ger förutsättningar för kulturellt medborgarskap och musical becoming. 

To practice and master a craft, to possess a craftsmanship, is about managing materials, tools and specific techniques in a creative process that leads to a product. During the process the craftsman make interpretations and assessments based on knowledge, experience and skill, which gives a certain quality in the result. But what if the craftsman is a teacher, an artist, or a drama pedagogue? The attempt of the paper is to describe the characteristics of these professions in relation to craftsmanship.

In the paper theories of practical knowledge, craftsmanship and tacit knowledge are presented. The concept of a subject’s professional object is explained as something that the profession possess special knowledge of, the task the profession is to achieve (Carlgen & Marton, 2005). The professional object is staged performance for actors, learning for teachers and suggestively altered understanding through impersonation for drama pedagogues. The other components connected to the craftsmanship of the three professions are discussed and then summarized in a table. 

The actors and the teacher’s craftsmanship differ quite a lot. The professional object, the material and the product are completely different from each other. The skills of the drama pedagogue are similar to both the teacher and the actor. Common to all professions is that the process is about action, though the teacher’s action is pedagogical and the actor’s action is creative.

The paper is part of the dissertation work "Professional encounters in art and learning". The focus is on collaborative projects where schools and Art institutions work together, using drama as part of the process. 

The aim of the study is to investigate what critical and temporal thinking can mean for younger students (aged 9-10) that requires the adoption of various perspectives in the context of sustainable urban planning, and how such knowing can be orchestrated in joint theoretical exploration work. A particular area of interest is the concept of contradictions (as used in activity theory) as a potential didactic tool for the subject, i.e. in what way it can be a driver for students and teachers to jointly identify problems, explore knowledge content with different tools (learning models) and discuss possible creative solutions to environmental and sustainability issues.

This study used the learning study research approach. In collaboration with teachers, lessons were designed, analysed and evaluated to extract knowledge through the iterative process that characterises this approach. The design of the research lessons was structured in accordance with Davydov’s theory of learning activity. The students’ experiences were analysed phenomenographically and the analysis of the lessons was guided by Engeström and Sannino’s conceptual tools for how contradictions can manifest themselves (such as in dilemmas, conflicts and double-binds). 

The results of the study include phenomenographical descriptions of what it means to know how to use a natural site for sustainable urban planning, and what critical aspects students need to be able to discern in order to be competent to participate in such a practice. The results also show that the way contradictions are manifested in joint work (involving teachers and students) affects the form of practice that develops and the opportunities for students to jointly make the problem their own and explore the complexity of sustainable urban planning using mediating tools (learning models).

The discussion highlights how the results of the study can be used as tools for designing, implementing and evaluating teaching, and, more broadly, the results are reflected in ways in which the task used in the research lessons can be developed.

Studien söker att besvara frågan vad elever gör när de ombeds att göra en jämförande analys. I studien används fenomenografisk analys för att kategorisera en elevgrupps uppfattningar om vad de förväntas göra när de gör en jämförande analys. Efter kategoriseringen och i enlighet med variationsteorin, så identifieras de kritiska aspekterna mellan kategorierna för att synliggöra vad som bör adresseras i undervisningen för att eleverna ska få en fördjupad uppfattning om vad det innebär att göra en jämförande analys. I studien hittades fyra kategorier av uppfattningar hos den undersökta elevgruppen. Den första kategorin uppfattade jämförande analys som en personlig reflektion över vad skillnaden var mellan två olika fall (i studien: demokrati och diktatur). Den andra kategorin uppfattade jämförande analys som att redogöra för fakta. Den tredje kategorin uppfattade jämförande analys som att redogöra för skillnader medan den fjärde kategorin uppfattade jämförande analys som att förklara skillnader. De kritiska aspekterna som identifierades mellan kategorierna och som därmed borde artikuleras och adresseras i undervisningen var: att förstå samhällskunskap som ett vetenskapligt ämne, att förstå vad som är en jämförelse samt att kunna se ett orsakssamband mellan företeelse 1 och 2 i jämförelsen.

Research on religious education shows that religions are often represented in a maximalist way and tend to convey a stereotypical image of religious adherents. Such presentations lead to stereotypes that are problematic for education. In the chapter, Islam is used as an example to discuss how a study of religions perspective with a focus on lived religion can contribute with more nuanced perspectives. It also provides concrete examples of the variation in interpretation that exists among people who call themselves Muslims.

Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”.

This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils?

Islamic religious education (IRE) in Europe has become a subject of intense debate. People worry their states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring Islamic education in public schools to forgoing it entirely. The policies vary according to national political culture. On one hand, the emergence of publicly funded Muslim schools and IRE in Europe can be seen as to provide equal educational opportunities to Muslims and other religious minorities through partnerships with the state. On the other hand, public funding can also be conceived as a means to “domesticate” Islam by bringing it within the European framework. In other words, offering publicly funded Islamic religious education can be viewed as an attempt to control Muslims. In this paper I explore these questions by discussing them in relation to state-church relations in different European countries. I also use the comparison theoretically to argue that the study of publicly funded minority education, such as Islamic education, can be understood as a litmus test for the relation between various Western democracies and their minority populations but also in relation to the concept of public theology. 

This article focuses on a form of supplementary Islamic education that centres on Qur’an studies and examines the reported experiences of Muslim students that regularly shift between this and their mainstream secular school. Its aim is to better comprehend the dialectical interplay between this type of supplementary education and mainstream secular schooling. Within this framework, the article explores how the traditional way of reading, reciting, and memorizing the Qur’an might relate to the type of teaching and learning that occurs within mainstream public schools. It also explores the possibility of a secular bias within the Swedish school system, the contribution of Qur’an studies to mainstream schooling (and vice versa), Qur’an-based vs. mainstream notions of “reading”, especially in relation to the idea of “understanding” and “meaning”, and how competency in Qur’an recitation becomes valuable secular “capital” when translated from language of “liturgical literacy” to the language of “skills”. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy.

This article focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. Its aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

An emerging option in several European countries has been the state provision of publicly funded Islamic education. It is an alternative that lies at the heart of concerns over religious freedom, equal rights to education, integration, and social cohesion, but that is also connected to matters of securitization and the state’s attempt to control Islam. This article compares the provision of faith-based schooling in general, but publicly funded Islamic education in particular, in Finland and Sweden—two neighboring countries, historically and culturally connected, but with a different approach to faith based schooling.

My paper focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. The paper thus reflects how the Islamic worldview of the students impact their motivation and way of learning in secular school and also how their secular school environment impact their Islamic learning.

The aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

Since the bombings in London, Paris and Stockholm, public debate about Islam and Muslims has often focused on contradictions, conflicts, and contrasting value systems. On one side of this debate are those with a growing concern that immigrants with Muslim cultural backgrounds would be disloyal to their European homes, thus requiring increased monitoring, surveillance, and control. And on the other side are those who argue that the West’s Muslim populations have wrongly suffered from the increasing fear, intolerance, and suspicion generated by the international politics and terrorism of a small number of radicals. Such voices claim that there is a need not for monitoring and surveillance, but rather for the safeguarding of religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, and/or religious background.

In many countries these discussions have directed attention towards places of Islamic education such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. Here it should be emphasized that issues surrounding the matter of how to transmit one’s religious tradition to future generations is crucial to the survival of any religious minority in any part of the world, making religious education both an essential and a challenging minority cultural aim.

In a “Democratically troublesome time” international knowledge transfer and learning from each other, across national borders, can be of utter importance. For this reason, I will, in this paper: 1) present a typology of publicly funded pre-university Islamic education in Europe; 2) present some findings from my latest research project that deals with young Muslims Experiences of Islamic and secular education in Sweden and Britain; 3) point to some challenges and opportunities concerning the integration of Islam and Muslims in Public Schools on the basis of 1) and 2).